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ILLINOIS 



Congress of Mothers 



and 



Parent-Teacher 
Associations 




1919 



ILLINOIS 

Congress of Mothers 

and 

Parent-Teacher 
Associations 




Prepared by 

MRS. O. T. BRIGHT, President, 1908-1910. 

MRS. B. F. LANGWORTHY, President, 1914-1918. 

MRS. H. L. FLEMING, President, 1918-1920. 

MRS. WM. F. YOUNG, State Organizer, 1916-1919. 



Issued by 

FRANCIS G. BLAIR 

Superintendent of Public Instruction 



"I look upon the thorough training of chil- 
dren as the one hope of civilization. The past 
is irrevocable; the present is difficult to 
rectify; but the future is largely within our 
control." 



ILLINOIS CONGRESS OF MOTHERS AND PARENT- 
TEACHER ASSOCIATIONS, 



Enterprising teachers throughout the country have given 
the seal of their approval to Parent-Teacher organizations 
as tending to promote that understanding and co-opera- 
tion between school and home which makes for the great- 
est efficiency of both. Your State Superintendent would 
gladly see each school in Illinois, whether in city or 
country, provided with such an organization and this 
pamphlet (prepared by the Illinois Congress of Mothers 
and Parent-Teacher Associations) is issued by the State 
office in the hope of supplying needed information as to 
the easiest and wisest way of forming and maintaining 
Parent-Teacher Associations. 

In the main there are three factors engaged in training 
our children — the home (to which, according to the high- 
est American ideals, belongs the prerogative of religious 
instruction), the school and the street. The first two are 
presumably the intelligent forces engaged in the task, 
and they should have a common plane and standard of 
operation in order to minimize the unintelligent, if not 
evil, activity of the third. 

Nothing in this world can be wholly good that is not 
socialized, and neither home nor school can be said to be 
socialized if they are separated by a wall of indifference 
and misunderstanding. 

That such a wall does exist is admitted by all thought- 
ful parents as well as by teachers. It has been self-con- 
structed as the result of the rapidly changing social, in- 
dustrial and political phases of American life. It repre- 
sents the unnatural relation between the two that had its 
beginning when teachers ceased "boarding 'round" and 
the school became better organized as ah institution. A 
consciousness of the undesirability of this separation, not 



to say of its positive harmfulness, is one of the impelling 
motives for the formation of Parent-Teacher Associations. 

A Parent-Teacher Association affords the most natural 
and effective means of instituting a common standard 
for home and school in the training of children for their 
common end of citizenship. It means a saving of energy 
to the teacher, a broadening of understanding to the 
parent and a development of sympathy in both. These 
meetings will give parents an opportunity to learn many 
things about their children in their relations to the school 
and to other children, and will give teachers an oppor- 
tunity to receive first-hand impressions of the child's rela- 
tions to his home. 

A Parent-Teacher Association is the best place to be- 
gin the elimination of misconceptions and to make new 
and right points of contact. Teachers will gradually, and 
often subtly, get the real reasons why their pupils are 
good or indifferent students, well or ill-behaved, and so be 
able to help where help is needed. Parents can be frankly 
told what the school is trying to do for the children and 
for the community, and why, and can then reasonably be 
held accountable if they do not respond to definite ap- 
peals for assistance and co-operation. 

Neither father nor mother nor any teacher is ex- 
cluded from the mutual advantages of such an organiza- 
tion. It is the common, non-sectarian, non-partisan, 
democratic meeting-place where teachers and parents may 
discuss their problems and learn many things from each 
other. 

Parent-Teacher Associations have been aptly called 
"extension schools for parents and teachers." Through 
them sentiments of loyalty and respect will be instilled 
in the minds of children by their parents for that unique 
institution, the American Public School; school patrons 
will make the force of their united demand for added fa- 
cilities and equipment and improvements heard by school 
officers, where the requests of the teaching force might 
be ignored; the necessity for uniform and correct social 
neighborhood customs can be brought to the attention of 
parents with an idea of establishing the right outlets for 
normal youthful activities in supervised playgrounds and 
dancing-halls, censored motion-pictures, well-directed musi- 



cal and dramatic organizations and other desirable 
agencies. Individual parents will be brought to recognize 
the relation that correct diet, suitable clothing, proper 
hours for rest, study and recreation, periods of growth 
and physical condition bear to the school standing and 
deportment of their children. 

There is no child's problem that is not its parent's 
problem, and, no parent's problem that is not also a social 
and economic problem. The standards of an entire com- 
munity will be raised as its parents become conscious 
that no family lives unto itself alone and that any condi- 
tion in a community unfavorable to the best interests of 
any of its children is unfavorable to all of them; in no 
other form of collaboration do fathers and mothers have 
brought home to them how much each has in common 
with every other father and mother. 

The problems of child welfare are the fundamental 
problems of State and are of universal interest because 
they exist in some form in every community, rural or 
urban. Shall we fathers and mothers and teachers not 
stand a better chance of making a success of our common 
business of solving these problems if we work together? 

This much seems clear — every up-and-doing and for- 
ward-moving school principal will take steps to form a 
Parent-Teacher Association in his school and every en- 
lightened and thoughtful parent will be an active mem- 
ber of one. 

The objections to such Associations which at once 
present themselves to teachers are twofold. First, the 
time they will demand; second, the possible difficulty in so 
guiding them that their attitude will remain friendly and 
helpful. As to the first objection, while it is true that 
teachers will do well to give sufficient thought and care 
to an association in its beginning to establish it firmly 
along right lines, experience has demonstrated that it is 
wise to give the parents the heavier responsibilities, re- 
taining for the teachers merely strong advisory powers. 

Parent-Teacher Associations should be simple in or- 
ganization and informal in conduct. The usual officers 
are a President, one or more Vice-Presidents, a Secretary, 
and a Treasurer. A fair division of these offices in an 
association connected with a graded school would select 
the Treasurer and one Vice-President from the teaching 



s 



staff, appointing school patrons to the remaining 
positions. 

Associations in ungraded country schools should elect 
a teacher to one or more offices carrying advisory power 
and all Associations should place upon their program com- 
mittees one or more teachers with not only advisory 
authority, hut with a final power of veto. With these 
safeguards carefully established in the beginning, the sec- 
ond objection referred to disappears; any Association so 
founded will, in the very nature of things, work with and 
for the school and be of valuable assistance to the teach- 
ers without demanding too much of their time and 
strength in return. 

Communities vary so widely that no hard and fast rules 
for forming organizations can be laid down. In some in- 
stances it is the school patrons who must be wooed and 
won to the Parent-Teacher Association idea, in others 
the wooing must be done by the patrons. It matters 
not at all which takes the initiative if a mutual interest 
and enthusiasm is finally attained. 

A desirable first step is the preliminary gathering of 
a small group of people — teachers and parents — to plan 
for the organization meeting. These plans will be greatly 
facilitated by use of the printed matter of the Illinois 
Congress of Mothers and Parent-Teacher Associations 
which may be secured (for postage) from the State Presi- 
dent, Mrs H. L. Fleming, 1401 N. Main St., Bloomington. 

At this group meeting a list of desirable officers and 
committee chairmen should be made and provision per- 
fected for their nomination at the proper time. A sug- 
gested form of Constitution and By-Laws is appended 
which may be altered to meet the local need and pre- 
sented for adoption at the meeting where organization 
takes place. 



CONSTITUTION 

ARTICLE I. 
This society shall be called 



ARTICLE II. 
Its object shall be better mutual understanding be- 
tween parents and teachers and their co-operation in all 
work in the interest of the children. 



ARTICLE III. 

Any one interested in the purpose for which the club 
is organized shall be considered qualified for membership. 

BY-LAWS. 

ARTICLE I. 
The officers of the association shall be a President, 
one or more Vice-Presidents, a Secretary, and Treasurer, 
elected annually. 

ARTICLE II. * 
Regular meetings of the association shall be held 
monthly (at the time decided upon by the officers after 
consultation with the teacher-members). 

ARTICLE III. * 
Dues shall be a year. 

ARTICLE IV. 
Elections shall be held at the meeting preceding the 
closing meeting of the year. 

ARTICLE V. 

A Program Committee shall be appointed by the offi- 
cers. Other committees may be elected or appointed as 
needed. 

ARTICLE VI. 
The Constitution and By-Laws may be amended at any 
regular meeting by unanimous consent or by a majority 
vote if two weeks' notice has been given. 

ARTICLE VII. 

The following- shall be the Order of Business for meetings 
of the association: 

Call to order. Committee reports (if any). 

Minutes of previous meet- Unfinished business. 

ing. New business. 

Approval of minutes. Adjournment 
Program. 



* Blanks should be filled out before constitution is pre- 
sented to assembly. 



10 

The number of committees and their work should 
also be discussed at this time. In this connection the 
Year-Book of the State organization will furnish excellent 
suggestions. The purpose of the work at this preliminary 
meeting is not to usurp the rights of the larger body, but 
to make careful preparation for the organization, so that 
it may go quickly, easily, and in a manner satisfactory 
to all. 

It is better to complete the framework of the organ- 
ization at one meeting, a recess being taken for receiving 
names of members and their dues; dues may be received 
at a later meeting if desired but names and addresses 
of all in attendance should be secured at the first and a 
few following meetings. 

Dues should be fixed with reference to membership in 
the State and National organizations which is covered for 
one year by ten cents for each member. Of this, one-half 
is forwarded by the ; State to the Treasurer of the National 
organization. 

Membership in the State and National organizations is 
not compulsory but it is of the greatest advantage to the 
Associations. The workers in the State branch are with- 
out exception volunteer workers drawing no salaries, but 
contributing generously in money, time, and service. 
Through many years of experience they have accumulated 
practical knowledge of Parent-Teacher work which equips 
them for expert counsel and advice. Through the State 
organization may be obtained excellent papers on topics 
suitable for programs; also speakers who ask expenses 
only. 

It is a clearing house for the exchange of ideas, mak- 
ing it possible for any association to get suggestions and 
help from all the others. 

It brings the various isolated parts of the Parent- 
Teacher movement together and by enabling them to work 
in unison multiplies their power for usefulness. 

The time to join is immediately after organizing, in 
order to get help, advice and guidance when it is most 
needed. The President's name and address are in this 
pamphlet. Send her the name of your association (includ- 
ing city or town), the name and address or its President 
and Secretary, and dues representing ten cents for each 
member up to the limit of fifty. You will receive in return 
the State Year Book, the Monthly Bulletin and other 



11 



printed matter, including the Parent-Teacher leaflet, a list 
of the loan papers above referred to, and a list of speakers 
who will come to you for expenses. Your association will 
be placed upon our membership and mailing list, and en- 
titled to any help the organization can give. Dues cover 
membership for one year from date of payment. 

Not only Parent-Teacher Associations but Women's 
Clubs, Church Circles, Neighborhood Clubs, Child Study 
Classes, Mother's Circles and many other groups of child- 
welfare workers are found on the list of Associations 
which have joined the State and National organizations: 
all such are cordially welcomed into our ranks as are also 
Associate Members. 

Upon request the Treasurer will furnish forms of ap- 
plication for membership. 

Among the leaflets printed by the State organization 
are the following: 

Ten Good Reasons For Parent-Teacher Associations 

1. Home and school are equal agencies in the educa- 
tion (character-building) of the child; there is, therefore, 
urgent need that they should work together in harmony 
and mutual understanding; neither can work effectively in 
ignorance of the other or at cross purposes with the other. 

2. The Parent-Teacher Association enables the par- 
ents to become acquainted with the teacher and the school, 
and the resulting intelligent comprehension of the aims 
and methods of the teachers is shown in a loyal attitude 
of the children, which doubles the school's' efficiency. 

3. The Parent-Teacher Association enlarges the teach- 
er's opportunities by making possible a knowledge of the 
child's home environment and influence and the viewpoint 
of the parents. 

4. The reaction of the child to his school work is seen 
fully only in the home; the teacher who has no point of 
contact with that home loses the best opportunity of 
testing the value of his work. 

5. A fixed and regular date of meeting is a saving of 
time for both parent and teacher. The latter can present 
a problem or explain a point as quickly to fifty parents as 
to one. The former can be sure of getting the desired 
information without intrusion. 

6. Improvements for school buildings and grounds, 
added equipment and facilities for school work or school 



12 



play should be of quite as much moment to parents as to 
teachers; the intelligent demand of a Parent-Teacher or- 
ganization is most effective in securing these things. 

7. Many problems connected with the training of 
children are identical in home and school; the oppor- 
tunity afforded by . the Parent-Teacher meeting for full 
discussion of these problems, with all points of view pre- 
sented, leads to wiser methods of dealing with children on 
the part of both parents and teachers. 

8. Matters difficult of friendly adjustment when taken 
up as specific or personal instances may be dealt with as 
general problems in the Parent-Teacher meeting without 
offense to any and with benefit to all. 

9. The world has no greater need than that of a wiser, 
better trained parenthood; this need is not yet recognized 
in school and college courses; the Parent-Teacher Asso- 
ciation, therefore, serves as almost the only study class 
open to parents who wish to learn more of the duties of 
their calling. It raises the standard of home life through 
the education of parents. 

10. Organization gives power for united and effective 
service. 



DON'TS. 
For Parent-Teacher Associations. 

1. Don't forget that the purpose of your organization 
is to work solely and unceasingly to secure the best that 
is possible for the boys and girls. 

2. Don't attempt to dictate the policy of administra- 
tion of the school with which you are connected. 

3. Don't bring private grievances to the meetings; 
they should be settled in the school office. 

4. Don't allow your association to be used for the fur- 
thering of personal interests by individuals or political 
parties. 

5. Don't allow money-raising to feature too largely in 
your work; there are more important ends to be attained. 

6. Don't let your programs deteriorate into mere en- 
tertainments; keep them along lines directly helpful to 
both parents and teachers. 

7. Don't exclude fathers from office if you wish 
fathers to attend; evening meetings are desirable in order 
to make their attendance possible. 



8. Don't expect teachers to drill the children espe- 
cially for their part of the program and don't keep the 
children waiting through tedious preliminaries. 

9. Don't compel your speaker to listen to business 
reports and long preliminary programs; give him an early 
place on the program and a chance to get the early train 
home. 

10. Don't let your meetings become too formal; have 
free discussion and good fellowship. 

11. Don't be late in beginning or closing your meet- 
ings; have short sessions and conduct your business as 
expeditiously as possible. 

12. Don't assign all the work to a small group of 
members only. Train up new workers by distribution of 
duties and responsibilities. 

13 Don't fail to provide for the children who must 
accompany the parents because they can't be left alone 
at home; an extra room can be provided and one or two 
of the mothers can be appointed each month to care for 
the children there. 

14. Don't for a moment believe that a successful Par- 
ent-Teacher Association can be conducted without serious 
thought and careful planning; give to your leaders your 
hearty support. 



Some Practical Aids to the School Which Parent-Teacher 
Associations Have Secured. 

Circulating libraries established in connection with 
schools. 

Lunch rooms where, at minimum cost to the pupil, 
warm, wholesome food may be obtained. 

"First-Aid" Cabinets complete with every facility for 
accident or emergency cases. 

Use of schools as social centers. 

Supplying pure milk to underfed children. 

Securing needed additions to buildings or entire new 
buildings. 

Improvement of sanitary conditions in school buildings 
and outbuildings. 

Furnishing rest rooms for teachers. 

Purchase of pictures to adorn school walls. 



14 



Planting trees, shrubs and vines in school grounds 
and distributing seeds to children for planting vegetable 
and flower gardens and vines about their own homes. 

Purchase of pianos, piano-players, and victrolas to in- 
sure an abundance of the best music. 

Planning and carrying out successful social gatherings 
for the pupils, designed to supplant fraternities and 
sororities. 

Instituting campaigns of education in favor of simple 
school dress for girls, and of chaperonage for all social 
gatherings of young people. 

Supplying equipment for household economics and 
manual training and securing teachers for classes in 
same. 

Care for the health of children through medical and 
dental inspection. 

The addition of playgrounds to the school property. 

Study of the school curriculum. 

Conference on the wisest way of dealing with ques- 
tions of social hygiene. 

Installation of sanitary drinking fountains. 

In addition to these and many other helps, the work 
of the Parent-Teacher Associations results in a less easily 
measured but even more valuable service embodying: 

Better mutual understanding between the two greatest 
educational agencies in the life of the child — home and 
school. 

A higher standard of home life through the education 
of parents. 

Enlargement of the teacher's opportunities by making 
possible a knowledge of the child's home environment and 
influence. 

Intelligent co-operation to secure improved conditions 
throughout the community for the development and edu- 
cation of all children and young people. 



Essentials in Maintaining a Successful Parent-Teacher 
Association. 

Make it plain that the Association is formed for the 
purpose of constructive, helpful co-operation with the 
school in the interests of the children. Do not tolerate 
any attitude of antagonistic criticism. 

Use care in selecting officers and committees. 



15 



Have regular days for meetings. 

Keep to programs which fit the purpose of the organ- 
ization. 

Open and close meetings on time. 

Distribute work and responsibility — do not center them 
in a small group. 

Have general discussion following programs. 

Have programs short. 

Recognize the teachers by giving them such work as 
they are willing to do, but do not lean too hard upon them. 

Make meetings informal, social and thoroughly demo- 
cratic in nature. Do everything possible to promote 
acquaintance and good-will. 

Make constant effort to increase membership and at- 
tendance. 

The world is more and more calling for unification of 
all forces for righteousness that successful battle may be 
waged upon the hosts of evil. A needed first step toward 
such unification is the mutual understanding and co-oper- 
ation of School and Home. 



The above four leaflets can be supplied in limited 
quantity without cost by the State organization to new 
Associations. They may be copied if desired, credit for 
authorship being properly ascribed. 

The State organization holds before its Associations 
constantly an ideal of constructive and sympathetic co- 
operation with the school. Meddling is discountenanced 
and attention directed to higher standards of home life 
and parenthood. Because of this and the many other 
helps offered by the State organization, the influence of 
principals, teachers and superintendents should be used to 
bring their associations into membership. In this way 
permanence and a right spirit are insured and the teachers 
are relieved from any burdensome responsibility. 



LIBRARY OF CONGRESS 



019 605 191 



